Jessi Towne

EDUG 547
October 19, 2015
Appendix P
RICA Reflection
Competency 7: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
TPE Connection 1.10: Candidates make language (vocabulary, conventions, and knowledge of
language) comprehensible to students.
A. Definition In your own words state your understanding of this competency.
This competency is all about spelling and learning how to recognize multisyllabic words.
Orthography is the knowledge of how to spell words. Syllabic and Structural analysis are
all about different ways of breaking down a multisyllabic word.
B. Personal Connection/Evidence Describe ways that you have engaged with this
competency which illustrate you know how to implement it.
a. In other words, indicate events/activities in which you have engaged which are
directly related to this RICA competency both in the Reading/Literacy course
and aside from this course. In this section, take ownership with words such as
the following: It has been my experienceThe lesson I created entitledis an
example of this RICA competencyI have observed Reflect on how your
understanding of this competency is connected to TPEs. How is it important to
your teaching and your students learning?
When I tutor my two students on Mondays, I have to work with them on common
sight words. We have worked on their spelling within their writing journals, and I find
it difficult for them to understand how the word is supposed to be spelled. I have
played a game with them where I say a sight word and they say it and then write it on
their whiteboards. Some of the sight words were easy, but the students were
misspelling them. I have worked with both of them on correctly spelling the words
and practicing the sounds they struggle with spelling. Since both of my tutees are
struggling readers, I will need to meet their needs. According to RICA competency 7
on page 61, a few strategies I can use to help my students are to 1) focus on key skills
and knowledge, and 2) use tactile and auditory techniques. My understanding of this
competency is related to TPE 1.10 because spelling accuracy and correct vocabulary
are key components to full comprehension of the English language. This is important
to my teaching and my students learning because correct spelling and grammar are
foundational to proficient English.
C. Differentiation
a. Describe at least three examples of when and why to use particular strategies
with a student need.
When a 2nd grade student struggles with spelling, I say the word slowly multiple
times in order for the student to figure out how to spell the word in question.

When my tutees struggle with the structural analysis of words, I will make sure to
break down the prefixes, root words, and suffixes of each word.
When an EL student struggles with syllabic analysis, I will make sure teach the
common English roots and affixes to increase their word identification skills.
D. Text-To-Text
a. Reference a minimum of one reference mentioned in the reflection.
According to TPE 1.10, Candidates make language (vocabulary, conventions,
and knowledge of language) comprehensible to students. When students know
and understand how to identify and correctly spell multisyllabic words, their
overall comprehension of English will be proficient. A few ways I can meet the
needs of my students that are struggling to read are by focusing on key skills and
knowledge, and using tactile and auditory techniques.